The Role of Resilience on Second-Victim Outcomes: Examining Individual and External Factors of Medical Professionals

The present work is intended to bring awareness to medical professionals impacted by the occurrence of errors they have committed or witnessed (i.e., second-victims) and highlight the negative effects that may result from such errors. The purpose of this research is to test whether resilience and negative affect that is experienced after a medical error are related. Additionally, four variables are tested as moderators of this relationship, two of which are considered individual variables (i.e., self-efficacy and work meaningfulness), and two of which are characterized as external variables (i.e., co-worker support and organizational support). Twenty-two healthcare professionals from a hospital\u27s Cardio-Vascular Intensive Care Unit participated in a short survey. Results showed a relationship exists between resilience and negative affect experienced by second victims, post-error. The limitations of the current work, practical implications, and ideas for future research will be expanded upon herein

Self-Serving Cognitive Distortions, Externalizing Behaviors, and School Exclusion Among Adolescents with Emotional Disturbance

Students of color and students with disabilities, especially those with Emotional Disturbance (ED), are at increased risk for exclusionary discipline and juvenile justice involvement (Skiba, Arredondo & Williams, 2014). Within exclusionary discipline research, students\u27 behaviors and discipline referrals are examined, but students\u27 maladaptive thinking patterns or cognitive distortions remain largely unexplored. Within juvenile justice research, however, the cognitive distortions of incarcerated youth have been widely studied. The overarching hypothesis for the current study was that students\u27 self-serving cognitive distortions would be related to their externalizing behaviors, as measured by office discipline referrals (ODRs), and these ODRs would be related to out-of-school suspensions. At the beginning of the 2015-2016 school year, 77 students with ED attending a therapeutic high school completed a measure of self-serving cognitive distortions, the How I Think (HIT) Questionnaire. Throughout the school year, data on participants\u27 ODRs and suspensions were collected. The effects of student demographic variables such as gender and race/ethnicity were explored. In the current study, male participants reported significantly higher levels of cognitive distortions than female participants, but male participants were not more likely than female participants to receive ODRs or suspensions. No significant differences on cognitive distortion scales by race/ethnicity were found. However, race/ethnicity was a significant predictor of referrals for defiance, disrespect, disruption, and inappropriate language with Black participants being significantly more likely than White participants to receive these subjective referrals. Participants who received at least one of these subjective referrals were significantly more likely to be suspended. Additionally, participants with higher levels of cognitive distortions were significantly more likely to receive a bullying/harassment referral, and participants who received at least one bullying/harassment referral were significantly more likely to be suspended. Few studies have investigated the relationship between self-serving cognitive distortions and bullying. Implications for school psychology practice, including interventions to address cognitive distortions and implicit bias are discussed

The Minority Anti-Hero: Race and Behavioral Justification in Power

This thesis explores the minority anti-hero on television as it relates to concepts of race and behavioral justification. Previous studies have addressed the ways in which whiteness functions advantageously for popular criminal anti-heroes on television, yet little is known regarding the effects of race for similar characters of color. I hypothesized that accessibility of the criminal stereotype does not allow men of color to inhabit the same immoral status as white characters without penalty. I subsequently analyzed the first season from the Starz series Power and conducted a textual analysis using theories of race and hegemonic masculinity to compare the behavioral justification of Ghost and Tommy, the minority and white anti-heroes featured in the show. Results show that Power develops a dichotomous relationship between the minority and white anti-hero based in work priorities, attitude towards violence, and public image. This relationship ultimately serves to distance Ghost from stereotype and deflect the characteristics onto Tommy, whose whiteness allows him to absorb criminality with less cultural consequence. While this strategy broadens the palatability of the show, I find that it is ultimately harmful for minority representation on television. Implications of media representation and directions for future research are discussed

Supervisor Expectations, Event Reporting, and Patient Safety Perceptions: Exploring Potential Moderators and Mediators

Given the high number of errors and negative events committed within medical settings, the emphasis on patient safety culture is becoming more prevalent. Despite this effort, underreporting has been and continues to be an issue in this area. Some research has shown a link between underreporting and lack of management responsiveness, but more work is necessary to identify reasons for underreporting and potential mitigating solutions. The objective of the present research is to answer questions regarding the impact supervisors have on staff’s patient safety perceptions and event reporting, through the use of archival survey data collected with the AHRQ Hospital Safety Culture Survey (2004). Probable moderators and mediators of key relationships were explored as well. Results are presented and their implications are discussed herein

College bound : factors that influence first generation college student process

This qualitative study explores the biopsychosocial factors that influence first-generation Latino students in their decision to attend college, including individuals\u27 demographic characteristics, and how first generation Latino college students cope with changes in their environment when away from home. The fact that only one in ten Latino adults between the ages of 18 and 24 have a college degree (Brindis, Driscoll, Biggs, and Valderrama, 2002) is a staggering number that highlights part of the need for this study. Twelve first generation Latino College students residing in California, Florida, Georgia, North Carolina and New York participated in this research study. They answered open-ended interview questions focusing on the following topics: 1) Biopsychosocial factors influencing first generation Latino students to attend college; 2) Challenges that first-generation Latino students encounter; 3) What helps students to cope more effectively during their first year of college enrollment; and 4) what helps Latino first-generation students to succeed in college. The findings showed that the greatest challenges in being a first generation college student were lack of support from immediate family; lack of information about college; and being of low socioeconomic status. All participants in this study described success as achieving their educational goals in life; helping future first generation college bound students; and being able to maintain financial stability for their own families. The findings also showed that many participants found their transition to the college environment difficult in terms of their individual autonomy and identity as a first generation Latino college student. Many affirmed the importance of having role models and mentors in their communities during their early years in high school to help them visualize college as a real option after attaining a high school diploma. These findings suggest the importance of cultural awareness and the need for improved and accessible resources in communities where Latinos reside. Findings also suggest the need for social workers, educators, and other service providers to become knowledgeable of the strengths and challenge that first generation Latino College students may face in the process of attending college for the first time. Participants also identified resources that are necessary for higher education to implement in order to help first generation Latino students succeed in college

Ciencias y sociedad. Sociología del trabajo científico. Dominique Vinck Gedisa, 2014, 320 páginas

Este libro tiene una genealogía que puede retrotraerse a 1995, cuando el profesor Vinck publicó Sociologie des Sciences en Armand Colin. La sociología de ciencias había avanzado mucho en este periodo y el autor consideró que valía la pena actualizar el texto; Vinck reformuló el libro, que volvió a publicarse en 2007 bajo el título Sciences et société. Sociologie du travail scientifique, también en Armand Colin. Este texto fue traducido al inglés como The Sociology of Scientific Work. The Fundamental Relationship between Science and Society en 2012, en la editorial Edward Elgar, y el que ahora presentamos corresponde a una versión actualizada y regionalizada para el público hispanófono. De hecho, uno de los aspectos interesantes de la obra es su declinación iberoamericanista, al presentar de manera amplia el dominio ciencia-tecnología-sociedad producido en la región y sin economizar la presentación del dominio en otras regiones

Las Redes Sociotécnicas en Torno a la Investigación Biotecnológica del Maíz

En este trabajo se aborda la organización sociotécnica de la investigación biotecnológica del maíz en México. Rompiendo con tres malentendidos impuestos desde hace algún tiempo a la noción de red, relacionados con la distancia de los actores, el tamaño y número de actores y el espacio de la red, en este texto empleamos una noción metodológica de red que permite abordar el tipo de conexión que se establece entre los actores participantes del fenómeno técnico (conectividad), así como su grado de conexión (intensidad) y la duración de su relación (estabilidad). Los resultados de la aplicación metodológica de la noción de Red en 6 laboratorios donde se realizan investigaciones biotecnológicas aplicada al maíz en el país, indican que la investigación biotecnológica del maíz mexicana no se afilia entorno al objeto maíz. Sin embargo, existen diferentes modelos de organización de la investigación biotecnológica del maíz que corresponden a situaciones particulares definidas por la disposición de aspectos sociales, materiales y simbólicos de los equipos de investigadores.En este trabajo se aborda la organización sociotécnica de la investigación biotecnológica del maíz en México. Rompiendo con tres malentendidos impuestos desde hace algún tiempo a la noción de red, relacionados con la distancia de los actores, el tamaño y número de actores y el espacio de la red, en este texto empleamos una noción metodológica de red que permite abordar el tipo de conexión que se establece entre los actores participantes del fenómeno técnico (conectividad), así como su grado de conexión (intensidad) y la duración de su relación (estabilidad). Los resultados de la aplicación metodológica de la noción de Red en 6 laboratorios donde se realizan investigaciones biotecnológicas aplicada al maíz en el país, indican que la investigación biotecnológica del maíz mexicana no se afilia entorno al objeto maíz. Sin embargo, existen diferentes modelos de organización de la investigación biotecnológica del maíz que corresponden a situaciones particulares definidas por la disposición de aspectos sociales, materiales y simbólicos de los equipos de investigadores

Caracterización de la investigación biotecnológica del maíz en México: un enfoque etnográfico

En el siglo XX, la aventura científica se acelera y engendra transformaciones significativas en la percepción e instrumentalización de la naturaleza, de las condiciones materiales de vida, de la reproducción social y, de manera especial, de la capacidad técnica que ubica al hombre en el umbral de su propia modificación genética. No es exagerado decir que, junto con la informática, las comunicaciones y los nuevos materiales, las biotecnologías son la punta de lanza de la reconstrucción de la sociedad y de la naturaleza de fines de siglo. Las biotecnologías comprenden un amplio espectro de disciplinas y de metodologías hasta hace poco tiempo sin una relación estable e interpenetrada. Las biotecnologías han logrado establecer una relación estratégica e imprescindible entre ciencias naturales, ingenierías, ciencias sociales y disciplinas etico-jurídicas. Ellas pertenecen, con la microelectrónica, los nuevos materiales y las energías renovables, a las tecnologías híbridas. De conformidad con Brenner, “la biotecnología tendrá profundas repercusiones sobre la alimentación, la agricultura, la ganadería, mismas que se manifestarán en los planos de la deslocalización de la producción, de la competencia de los cultivos, de los procesos de transformación y la conservación de alimentos, y de la composición y calidad de los alimentos” (Brenner, 1991)